St. Edward's A Level Course Guide

Jewellery, Silversmithing and Decorative Arts OCR Art and Design: Three-dimensional Design

J E W E L L E R Y , S I LV E R S M I T H I N G A N D D E C O R AT I V E A R T S

Pupils are encouraged to develop practical skills, creativity, imagination and independence based on personal experience, taught decorative arts, body adornment and silversmithing techniques alongside critical understanding of the works of artist and designers. Learners show this through their responses to a range of stimuli.

The aims and learning outcomes of this qualification are to enable learners to develop:

• Intellectual, imaginative, creative and intuitive capabilities • Investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement • Independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes • The experience of working with a broad range of media • An understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which jewellery design and decorative arts operates Learners will develop a deep understanding of 3D art and design and the ability to critically evaluate their own work and the works of others. Learners will be able to tailor their course to fit their needs, choices and aspirations in order to follow their chosen progression route through to a wide range of Further or Higher Education courses including Jewellery/Silversmithing, Applied Arts, Design Crafts, Fashion, Sculpture and Fine Art. Content overview Component 01: Personal investigation 60% • A practical portfolio with supporting contextual research in response to a set theme. The portfolio may be presented in a format appropriate to the specialism and area of study chosen. • A related study using words and illustrations demonstrating the context in which their portfolio exists, exploring the relevant genre, subject matter, movement or historical framework of the selected theme. There are two distinct elements:

Component 02: Externally set task 40%

Students can choose a starting point from any of the seven given themes for which they will generate an appropriate personal response for assessment. They will carry out preparatory work to research, plan and develop their ideas, before engaging in 15 hours of supervised time to complete their work.

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